Curriculum Leadership Theorizing and Crafting: Regenerative Themes and Humble Togetherness
Document Type
Book Chapter
Publication Date
2014
Keywords
Emotional Intelligence, Leadership Practice, Personal Reflection, Competent Leadership, Cultural Imperialism
Digital Object Identifier (DOI)
https://doi.org/10.1057/9781137382184_9
Abstract
This chapter illustrates how indigenous concepts, philosophies, and traditions were introduced into a doctoral course on Curriculum Theory and undertaken by students to inform their development of cultural and curriculum leadership. A central activity in the course was clay-molding. Qualitative data in the form of personal reflections and student work samples (pottery, book review, essay) are accompanied by academic literature to provide insight into the question of how indigenous concepts support sensemaking in the development of curriculum leadership that is culturally emancipatory. Personal reflections on the course from the professor and the students are extended by a critical friend who contributes through the concept of culturally competent leadership.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Curriculum Leadership Theorizing and Crafting: Regenerative Themes and Humble Togetherness, in B. van Wyk & D. Adeniji-Neill (Eds.), Indigenous Concepts of Education: Toward Elevating Humanity for All Learners, Palgrave Macmillan, p. 113-124
Scholar Commons Citation
Agosto, Vonzell; Salaam, Omar; and Elam, Donna, "Curriculum Leadership Theorizing and Crafting: Regenerative Themes and Humble Togetherness" (2014). Educational Leadership and Policy Studies Faculty Publications. 23.
https://digitalcommons.usf.edu/els_facpub/23
